Teachers’ Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students

Abstract

This qualitative study examines elementary teachers’ strategies for supporting trans and/or gender-expansive elementary students. The findings come from observations and interviews with a purposive sample of 31 teachers from five elementary schools with principals whom parents characterized as supporting their transgender and/or gender-expansive children. Findings indicate that elementary teachers used three broad strategies to support transgender and/or gender-expansive students. Teachers decreased gendered practices, increased discussions about gender, and affirmed children’s gender identity and expression. The consistency of teachers’ efforts to support trans and/or gender-expansive students was challenged by entrenched habits and their beliefs about the relevance of supportive practices. The study results contribute to the nascent knowledge base on educational practices that may improve the conditions for transgender and/or gender-expansive elementary school students.

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